Contents
Content Type: 4
Title: Assessing Presentational Communication
Body:
This activity was designed for learners of all levels. It was created to help learners consider how to evaluate their own practice and progress in the Presentational Mode.
Learning Outcomes:
Learners will be able to:
- Identify three approaches to evaluating progress in the Presentational Mode
- Complete one peer review
Mode(s): Presentational
Materials: assessing presentational communication video, peer review handout, previous work sample in the Presentational Mode
Procedure:
- Ask learners to reflect on a time in which they created something, in any language, in the Presentational Mode. As a class, brianstorm how learners knew how successful they were. Some possible answers may include audience reaction, number of likes, comments, and grades.
- Next, show learners the assessing presentational communication video. After watching the video, provide a few minutes for learners to add to the brainstorm completed in Step 1.
- As a group, color-code the brainstormed answers by the three approaches to evaluating the Presentational Mode mentioned in the video: expert evaluation, community clues, and self-evaluation.
- Next, assure learners that they all have enough expertise to provide feedback to one another about the Presentational Mode.
- Ask learners to produce a recording or copy of something completed in the target language in the Presentational Mode. Ideally, this will be work completed before class, but they could create a short sample (e.g., a meme, a poster, or a 30-second advertisement) at this time. Regardless, it is ideal if they all work in the same genre as they begin to develop their peer review skills.
- Next, talk with learners about what would characterize a quality work sample. This list might include structural devices (e.g., an appropriate greeting and closing to a speech or the use of idioms or puns in a meme), rhetorical devices (e.g., the use of simile or metaphor in fanfiction), or other features (e.g., well-supported claims or interesting connections). See the peer review handout for an example.
- After that, ask learners to use the list to identify all the strengths they see in their peer’s work.
- Next, ask learners to identify the thing they think their peers did best. They should explain why with one or two specific examples.
- Discuss answers articulated as part of Step 8 as a class. Highlight those that are very well justified as examplars.
- Finally, ask learners to make a suggestion about how their peers can improve. Invite them to think of their peers’ strengths at this point.
Notes:
- The peer review handout includes questions to guide Steps 8 and 10.
- Step 1 in the peer review handout was tailored for the specific activity listed on the template. While many of the options apply to a variety of contexts, teachers are encouraged to update the list to closely match their curricular needs and activity-specific goals.
Source: CASLS
Inputdate: 2020-12-02 14:34:40
Lastmodifieddate: 2020-12-07 09:56:57
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Content Type: 3
Title: InterCom: December 7, 2020
Body:
The past few weeks, we have talked about the Presentational Mode in digital discourse spaces, including using hashtags, creating memes, and writing fanfiction. This week, we provide a resource for learners to use to evaluate those creations!
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we use the assessing presentational communication video to support learners engaging in peer review.
- This FluentU Blog has great ideas for self-directed language learning, but they are largely interpretive. What are easy structures (e.g., providing templates and outlines) that you could provide to learners to empower them to utilize these resources to create with language on their own?
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2020-12-02 14:41:00
Lastmodifieddate: 2020-12-07 09:56:57
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Publishdate: 2020-12-07 08:15:01
Displaydate: 2020-12-07 00:00:00
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Content Type: 1
Title: Three Alternatives to Requiring Video in Online Learning
Body:
Here are three alternatives to requiring learners to turn on their videos in the online environment. These tips are useful in all contexts, but especially in those in which engagement is difficult to gauge and evaluate.
Source: District Administration
Inputdate: 2020-12-08 20:45:11
Lastmodifieddate: 2020-12-21 11:59:06
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Publishdate: 2020-12-21 10:15:02
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Content Type: 1
Title: Free Printable World Language Labels for School and Home
Body:
From: https://www.weareteachers.com/world-language-labels/
We are Teachers is providing free, printable labels in Spanish, French, and German for work and home. These are a great resource to support learners' vocabulary development.
Visit: https://www.weareteachers.com/world-language-labels/
Source: We Are Teachers
Inputdate: 2020-12-08 20:48:00
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Publishdate: 2020-12-21 10:15:02
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Content Type: 1
Title: ACTFL Proficiency & Performance Winter Online Institute Workshops
Body:
The Proficiency and Perfomance Department at ACTFL will host its Proficiency and Performance Institute online. Registration is now open, and slots will be granted on a first-come first-serve basis.
Source: ACTFL
Inputdate: 2020-12-08 20:52:20
Lastmodifieddate: 2020-12-21 11:59:06
Expdate: 2020-12-22 00:00:00
Publishdate: 2020-12-21 10:15:02
Displaydate: 2020-12-21 00:00:00
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Content Type: 1
Title: Add Diversity to Your Classroom in 5 Easy Steps
Body:
This blog post offers approaches to incorporating diversity in the classroom. Some suggestions include inviting guests with various backgrounds, stocking diverse books in the classroom library, and creating posters about diversity.
Source: Kidworldcitizen
Inputdate: 2020-12-08 21:04:19
Lastmodifieddate: 2020-12-21 11:59:06
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Content Type: 1
Title: Teacher Training in Modern Foreign Languages
Body:
From: https://www.sheffieldtsa.org/eventbrite-event/teacher-subject-specialism-training-in-mfl/
The Sheffield Teaching School Alliance is offering a free ten-week topic-based training for attendees who want to be French or Spanish teachers. The training is three hours per day from Janurary 6 - March 10, 2021.
Visit: https://www.sheffieldtsa.org/eventbrite-event/teacher-subject-specialism-training-in-mfl/
Source: Sheffield Teaching School Alliance
Inputdate: 2020-12-10 17:16:17
Lastmodifieddate: 2020-12-21 11:59:06
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Content Type: 4
Title: Avoiding Digital Burnout
Body:
In light of COVID-19, many learners spend the majority of their days on digital devices. The purpose of this activity is to help them be more intentional about their use of digital technologies and to reset any automatic use habits they may have developed. The goal is to reduce burnout and overload through intentional reflection on the use of technology.
Learning Outcomes:
Learners will be able to:
- Recognize their own habits with digital technologies, reset, and make any changes they wish to make going forward
- Identify the ways in which their language use is mediated by digital technologies and take a break from those that cause stress or tension
Mode(s): Interpersonal
Materials: avoiding digital burnout video, self-reflection templates (Activities 1 and 2)
Procedure:
Note: These activities can be combined or used separately and are intended to take 5 -10 minutes at the beginning or end of class.
Activity 1 - Digital Device Use
- Learners will watch the avoiding digital burnout video.
- Learners will take a screenshot of their screen time report for the week and record what they find using the self-reflection template.
- For five categories on the screen time report (e.g., messages), learners will use the template to indicate how the activity makes them feel. They should also note any instances of interference in their daily life.
- Also on the template, learners will think of one way to reduce a digital activity with which they have negative feelings associated for the following week.
- Finally, learners will write their goal in the goals space in the template.
- One week later, return to the screen time report and ask learners to compare their findings, specifically focusing on the goal they set. Did it change as expected? Did they forget about it?
Activity 2 - Language in Digital Devices
- Have students watch the avoiding digital burnout.
- Using the self-reflection template, have learners brainstorm the ways in which they use language via digital devices: text messaging, social networks, digital games, reading news, watching media, and so on.
- After they brainstorm, have learners use the template to highlight the language uses they enjoy and find beneficial, as well as those with which they have negative perceptions.
- For those that cause anxiety (e.g., much research social media interactions can be a source of anxiety), learners will document at least one way in which they might reduce that type of language use on the template. Encourage them to try out their solutions for a week.
- The following week, in small groups, have learners discuss ways their language was the same or different this week and re-evaluate their language reflections from the previous week.
Source: CASLS
Inputdate: 2020-12-16 13:54:52
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Content Type: 1
Title: Learning Materials for African Languages and Cultures
Body:
This database, provided by the African Studies Association (ASA) Outreach Council, includes teaching and learning materials for African languages and cultures. ASA also hosts professional development sessions and various outreach programs for both instructors and learners.
Source: African Studies Association Outreach Council
Inputdate: 2020-12-16 18:38:09
Lastmodifieddate: 2021-01-04 11:59:02
Expdate:
Publishdate: 2021-01-04 10:15:01
Displaydate: 2021-01-04 00:00:00
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Content Type: 1
Title: A Model for Teaching World Languages in a Hybrid Classroom
Body:
From: https://www.edutopia.org/article/model-teaching-world-languages-hybrid-classroom
This Edutopia article discusses a model for teaching world language in hybrid contexts. The article includes planning considerations, tips for hybrid teaching, and a discussion of how to differentiate hybrid instruction from face-to-face instruction and asynchronous instruction.
Visit: https://www.edutopia.org/article/model-teaching-world-languages-hybrid-classroom
Source: Edutopia
Inputdate: 2020-12-16 18:42:33
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